School: Dagohoy NHS Grade Level: 10

GRADES 1 to 12 Name of Teacher Rodel A. Ecat Learning Area: Science 10

DAILY LESSON LOG Teaching Dates and Time: June 30, July 01 – 04,2025 Quarter: First
St. Benedict – 7:45 am – 8:45 am
St. Paul – 11:00 am – 12:00pm
St. Anthony – 1:00 pm – 2:00 pm
St. Joseph – 2:00 pm – 3:00 pm

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Describe and relate the
Describe and relate the Describe and relate the Describe and relate the Describe and relate the
distribution of active
distribution of active distribution of active distribution of active distribution of active
volcanoes,
volcanoes, volcanoes, volcanoes, volcanoes,
earthquake epicenters, and
I. OBJECTIVES earthquake epicenters, and earthquake epicenters, and earthquake epicenters, and earthquake epicenters, and
major mountain belts to
major mountain belts to Plate major mountain belts to Plate major mountain belts to Plate major mountain belts to Plate
Plate
Tectonic Theory (S10ES-Ia- Tectonic Theory (S10ES-Ia- Tectonic Theory (S10ES-Ia- Tectonic Theory (S10ES-Ia-
Tectonic Theory (S10ES-Ia-
j-36.1) j-36.1) j-36.1) j-36.1)
j-36.1)
A. Content The learner demonstrates understanding of the relationships among the distribution of active volcanoes, earthquake epicenters, and major mountain
Standards belts as evidence for Plate Tectonic Theory.
B. Performance The learner is able to interpret and analyze data on the distribution of volcanoes, earthquake epicenters, and mountain belts, and use this information to
Standards explain how these features support Plate Tectonic Theory through maps, diagrams, or other appropriate tools.
C. Learning  Knowledge: Define  Knowledge: Describe  Knowledge: Explain  Knowledge: Aral Reading Program
Competencies/ Plate Tectonic Theory and how active volcanoes are how earthquake epicenters Describe how
Objectives identify the major tectonic distributed in relation to align with tectonic plate major mountain Learning Goals:
Write the LC code plates of the world. tectonic plate boundaries. boundaries, especially ranges form at
for each Understand the Plate Tectonic
transform and convergent convergent plate Theory and how Earth's
 Skills: Label the  Skills: Interpret global boundaries. boundaries. lithosphere is divided into
tectonic plates and plate volcanic activity maps and  Skills: Use cross- moving plates.
boundaries on a blank correlate them with the  Skills: Analyze sectional diagrams
world map. location of plate earthquake distribution to illustrate plate Identify the patterns of
boundaries. maps and identify seismic collision and distribution of active volcanoes,
earthquake epicenters, and
 Attitudes: Show zones. mountain-building
mountain belts on Earth’s
curiosity about the  Attitudes: Appreciate processes. surface.
dynamic structure of Earth the significance of  Attitudes: Develop  Attitudes: Show
and its geological monitoring volcanic zones awareness of earthquake interest in how Recognize that these features
processes. for disaster preparedness. risks and the importance Earth's surface are mostly found along plate
of community safety features reveal its boundaries.
plans. geological history.
Reading Focus:
 Informational texts, maps, and
infographics showing global
tectonic plate boundaries.

Case studies involving the

Pacific Ring of Fire, the
Himalayan mountain belt, and
the Mid-Atlantic Ridge.

Scientific articles or modules

discussing how convergent,
divergent, and transform
boundaries generate specific
geological features.

Aral Reading Program

Introduction to Plate Distribution of Active Earthquake Epicenters and Formation of Major
integrated in Plate Tectonic
II. CONTENT Tectonic Theory Volcanoes Their Patterns Mountain Belts
Theory

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Introduction to Plate Distribution of Active Earthquake Formation of Major  DepEd Module:
Tectonic Theory Volcanoes Epicenters and Their Mountain Belts Volcanoes,
Patterns Earthquakes, and
 Britannica: Plate  USGS: This  National Park Mountain Ranges
Tectonics – Dynamic Planet –  Open Text BC: Service: (Grade 10)
Definition, World Map of Earthquakes and Collisional  SlideShare:
Theory, and Volcanoes and Plate Tectonics Mountain Ranges Distribution of
Evidence Plate Tectonics  Science Learning  LibreTexts: Volcanoes,
 Science Facts:  [Link]: Plate Hub: Plate Continent- Earthquakes, and
Plate Tectonics – Tectonics Map – Tectonics, Continent Mountain Ranges
Types, Facts, and Plate Boundary Volcanoes, and Convergent Plate  Science News:
History Map Earthquakes Boundaries How Plate
 Earth How: 7  IRIS: Interactive  LiveScience: Why  Testbook: Tectonics Upended
Major Tectonic Map of Earthquakes Convergent Our Understanding
Earthquakes and Happen Far from Boundaries and of Earth
 Plates Volcanoes Plate Boundaries Mountain
Formation

1. Teacher’s Guide
pages
2. Learner’s pages 18-27, Science pages 18-27, Science pages 18-27, Science pages 18-27, Science pages 18-27, Science
Materials pages 10 LM. 10 LM. 10 LM. 10 LM. 10 LM.
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the wee. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
IV. PROCEDURES
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Begin with a recap of Earth’s Review the plate map. Brief review of yesterday’s Quick recap of plate types. Briefly revisit the concepts
previous lesson or internal structure (crust, Introduce volcanoes through volcano map. Introduce Present images of the from the past four days. Use
presenting the mantle, core), then images or a short eruption earthquakes and show clips Himalayas, Andes, and a concept map as an anchor.
new lesson introduce tectonic plates clip. of seismic events. Sierra Madre.
using a short animated
video.
B. Establishing a “Have you ever wondered Pose the question: “Why do Ask: “Why do earthquakes Ask: “How are mountains Pose the guiding question:
purpose for the why the Earth seems to volcanoes tend to form in repeatedly hit the same born from Earth's “How does Plate Tectonic
lesson shake or why volcanoes clusters?” places?” movement?” Theory explain what we see
seem to form in specific on Earth?”
places?” Connect it to
today’s learning goal.
C. Presenting Display a world map Show a world map of active Use real-time earthquake Explore satellite images and Show side-by-side maps of
examples/instanc showing tectonic plate volcanoes and highlight trackers (like USGS) to spot geological cross-sections of volcanoes, earthquakes, and
es of the new boundaries and key plates regions like the Pacific Ring epicenter clusters. mountain belts. mountain belts with plate
lesson (e.g., Pacific, Eurasian, of Fire. outlines.
Philippine).
D. Discussing new Students label tectonic Guide learners to identify Students analyze data tables Students identify where Group task: Create a poster
concepts and plates and plate boundaries volcano clusters near showing earthquake major mountain belts align or digital presentation
practicing new on a blank world map. convergent/divergent frequency and magnitude by with convergent boundaries. relating features to tectonic
 skills #1 boundaries. region. movement.
E. Discussing new Analyze short descriptions Students color-code volcano Plot epicenters on the world Draw basic cross-sections Peer presentations and
concepts and of plate interactions (e.g., zones on their tectonic maps. map and compare with plate showing colliding gallery walk. Students offer
practicing new divergence, convergence). boundaries. continental plates forming feedback and questions.
skills #2 mountains.
F. Developing Quick formative quiz or Volcano boundary-matching Map interpretation quiz: Quick review worksheet Assessment: Concept map
mastery (Leads matching activity of plates exercise and short-answer “Which boundary has the connecting plate types to completion or oral
to Formative and features. quiz. most earthquakes?” mountain formation. explanation based on map
Assessment 3) analysis.
G. Finding practical Discuss local context— Discuss volcanic activity in Community risk mapping— Class discussion: How Reflect on how tectonics
applications of Philippine location in the the Philippines and its role in have students mark nearby mountains affect climate, impact Filipino lives—
concepts and skills Ring of Fire, and how plate shaping our land. quake zones on a local map. biodiversity, and people. disaster prep, landforms,
in daily living interactions affect the etc.
country.
H. Making Learners explain what plate Students conclude that Earthquake epicenters Mountains form mostly at Write: “Plate Tectonics
generalizations tectonics are and name at volcanoes align mostly with follow fault lines near plate convergent plate unifies the explanation of
and abstractions least 3 major plates. plate boundaries. boundaries. boundaries. volcanoes, earthquakes, and
about the lesson mountains because…”
I. Evaluating learning “Write one question you still Think-Pair-Share: "How do Write a 3-sentence Short paragraph: “Why does Rubric-based scoring of
have about tectonic plates.” volcanoes prove that plates explanation of how the Himalayas keep rising?” group outputs and reflection
are moving?" earthquakes relate to plate essays.
tectonics.
J. Additional Volcano hazard map Simulated building Interactive mountain-folding Remediation: Provide
activities for Interactive drag-and-drop sketching and label exercise challenge: How to design simulation using paper or printed summaries and
application or plate puzzle online or for advanced learners. earthquake-resistant homes. clay. recorded video explainers.
remediation worksheet for slower-paced Enrichment: Encourage
learners. curious students to explore
volcanic eruptions in space

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VI. REFLECTION the students learn? Identify what help your instructional supervisors can provide for you so when you must meet them, you can ask them relevant
questions.
A. No. of learners __167_ of Learners who __158_ of Learners who _169__ of Learners who __171_ of Learners who _180__ of Learners who
who earned 80% earned 80% above earned 80% above earned 80% above earned 80% above earned 80% above
in the evaluation
B. No. of learners __21_ of Learners who _30__ of Learners who _19__ of Learners who _17__ of Learners who _8_ of Learners who require
who require require additional activities require additional activities for require additional activities require additional activities additional activities for
 additional for remediation remediation for remediation for remediation remediation
activities for
remediation
C. Did the remedial  Yes ___No  Yes ___No  Yes ___No  Yes ___No  Yes ___No
lessons work? No. __167__ of Learners who __158__ of Learners who _169___ of Learners who __171__ of Learners who _180___ of Learners who
of learners who caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson
have caught up in
the lesson
D. No. of learners _0__ of Learners who _0__ of Learners who _0__ of Learners who _0__ of Learners who _0__ of Learners who
who continue to continue to require continue to require continue to require continue to require continue to require
require remediation remediation remediation remediation remediation
remediation
E. Which of my Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work
teaching well: well: well: well: well:
strategies worked ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
well? Why did ___ Games ___ Games ___ Games ___ Games ___ Games
these work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of Paragraphs/ ___ Rereading of ___ Rereading of ___ Rereading of
Paragraphs/ Poems/Stories Paragraphs/ Paragraphs/ Paragraphs/
Poems/Stories ___ Differentiated Instruction Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method Why? ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? ___ Complete IMs Why? Why? Why?
___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Pupils’ eagerness to ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to
learn ___ Group member’s learn learn learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in doing their tasks Cooperation in Cooperation in Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
did I encounter __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
 or supervisor can Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
help me solve? __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G. What innovation Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
or localized __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
used/discover views of the locality views of the locality views of the locality views of the locality views of the locality
which I wish to __ Recycling of plastics to __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to
share with other be used as Instructional used as Instructional be used as Instructional be used as Instructional be used as Instructional
teachers? Materials Materials Materials Materials Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

School: Dagohoy NHS Grade Level: 10

GRADES 1 to 12 Name of Teacher Rodel A. Ecat Learning Area: Science 10 Week 5
DAILY LESSON LOG Teaching Dates and Time: July 14 – 18,2025 Quarter: First
St. Benedict – 7:45 am – 8:45 am
St. Paul – 11:00 am – 12:00pm
 St. Anthony – 1:00 pm – 2:00 pm
St. Joseph – 2:00 pm – 3:00 pm

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

VII. OBJECTIVES Explain the different processes that occur along the plate boundaries (S10ES-Ia-j-36.3)
D. Content Learners demonstrate an understanding of the different processes (e.g., subduction, faulting, seafloor spreading) that occur along plate boundaries and
Standards their effects on the Earth's lithosphere.
E. Performance Learners are able to construct models, diagrams, or presentations that explain the various geological processes occurring along plate boundaries and their
Standards implications to the Earth's surface and human activities.
F. Learning  Knowledge: Describe  Knowledge: Explain  Knowledge: Discuss  Knowledge: Describe Aral Reading
Competencies/ the types of plate seafloor spreading and its subduction zones and how faulting and earthquake Objectives:
Objectives boundaries (divergent, connection to divergent volcanic arcs form. generation along
Write the LC code convergent, transform). boundaries. transform boundaries.  Knowledge:
for each  Skills: Analyze Summarize the impact of
 Skills: Identify  Skills: Illustrate diagrams of subduction  Skills: Demonstrate plate boundary processes
examples of each plate seafloor spreading through zones. faulting using simple on people and the
boundary using maps or a model or drawing. materials. environment.
diagrams.  Attitude: Be amazed
 Attitude: Appreciate by Earth’s internal  Attitude: Value safety  Skills: Create a report
 Attitude: Show the use of models in geological activity. and earthquake or visual output on those
interest in learning about understanding Earth’s preparedness. impacts.
Earth’s crust movements. processes.
 Attitude: Promote
awareness and disaster
risk reduction.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
VIII. CONTENT Classification and Mechanism and Features of Subduction Processes and Faulting and Earthquake Environmental and Societal
Characteristics of Plate Seafloor Spreading the Formation of Volcanic Generation Along Transform Impacts of Plate Boundary
Boundaries Arcs Boundaries Processes
IX. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide
pages
6. Learner’s page 36-40, Science 10 LM page 36-40, Science 10 LM page 36-40, Science 10 LM page 36-40, Science 10 LM page 36-40, Science 10 LM
Materials pages
 7. Textbook pages
8. Additional
Materials from
Learning Resource
(LR) portal
D. Other Learning National Geographic: Plate National Geographic: Plate National Geographic: Plate National Geographic: Plate National Geographic: Plate
Resources Tectonics – A Tectonics – A comprehensive Tectonics – A Tectonics – A Tectonics – A
comprehensive overview overview with diagrams, comprehensive overview comprehensive overview comprehensive overview
with diagrams, animations, animations, and historical with diagrams, animations, with diagrams, animations, with diagrams, animations,
and historical context. context. and historical context. and historical context. and historical context.

Science Learning Hub – Science Learning Hub – Science Learning Hub – Science Learning Hub – Science Learning Hub –
Offers teacher-friendly Offers teacher-friendly Offers teacher-friendly Offers teacher-friendly Offers teacher-friendly
explanations, videos, and explanations, videos, and explanations, videos, and explanations, videos, and explanations, videos, and
classroom activities. classroom activities. classroom activities. classroom activities. classroom activities.

Britannica: Plate Tectonics – Britannica: Plate Tectonics – Britannica: Plate Tectonics – Britannica: Plate Tectonics – Britannica: Plate Tectonics –
Great for in-depth reading Great for in-depth reading Great for in-depth reading Great for in-depth reading Great for in-depth reading
and background research. and background research. and background research. and background research. and background research.
These steps should be done across the wee. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
X. PROCEDURES
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
K. Reviewing Brief review of Earth’s layers Review key concepts from Recap of convergent Quick quiz on divergent Review all boundary types
previous lesson or and tectonic theory Day 1 boundaries boundaries and processes
presenting the
new lesson
L. Establishing a Purpose: Understand how Purpose: Understand Purpose: Explore lateral Purpose: Understand Purpose: Connect geological
purpose for the Earth's crust is divided and divergent movement and plate movement and destructive boundary processes to human society
lesson moves new crust creation earthquakes movement
[Link] Explore divergent, Show seafloor spreading at Examine San Andreas Fault Case study: Philippine Review famous events
examples/instanc convergent, and transform Mid-Atlantic Ridge and PH fault systems Trench & Mariana Trench (Tōhoku Earthquake, Mt.
es of the new boundaries via images and Pinatubo eruption)
lesson videos
N. Discussing new Practice classifying plate Label diagrams of divergent Label movement directions Sketch and analyze Synthesize concepts through
concepts and boundaries using real-world boundaries and fault lines subduction zone diagrams mind maps or infographics
practicing new maps
skills #1
O. Discussing new Identify Philippine plate Create a simple model using Use rubber strips or Simulate subduction with Finalize creative outputs:
 concepts and boundaries and faults clay or paper cardboard to demonstrate layered paper or interactive presentations, models, or
practicing new motion maps videos
skills #2
P. Developing Formative check: Matching Mini-assessment: Diagram Peer assessment: Evaluate Quiz: Identify trench Formative Assessment #3:
mastery (Leads activity + quick verbal recap completion and explanation group demonstrations locations and effects Rubric-based evaluation of
to Formative outputs
Assessment 3)
Q. Finding practical Discuss how plate Link to volcanic islands and Apply to earthquake Discuss volcanic arcs and Apply learning to local
applications of movement affects island ocean trench formation preparedness in your earthquake zones community risk-reduction
concepts and skills formation in PH community strategies
in daily living
R. Making Generalize: Plates Conclude: Divergence causes Generalize: Sudden Generalize: Convergence Generalize: Earth is
generalizations constantly move and expansion of ocean floors movements cause surface forms mountains and causes dynamic; science helps us
and abstractions reshape the surface displacement hazards prepare
about the lesson
S. Evaluating learning Exit quiz: 5 items on Reflection: How do divergent Short essay: What can Written summary: Why are Evaluation: Written test and
boundary types boundaries help reset the communities do to prepare subduction zones performance task rubric
Earth’s crust? for fault activity? dangerous?

T. Additional Homework: Sketch Group activity: Make a 3D Make an awareness poster Practice: Identify PH regions Remediation or enrichment
activities for boundary types with seafloor spreading model on fault safety tips affected by convergence activities based on
application or examples assessment scores
remediation

[Link]

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
XII. REFLECTION the students learn? Identify what help your instructional supervisors can provide for you so when you must meet them, you can ask them relevant
questions.
H. No. of learners
who earned 80%
in the evaluation
I. No. of learners
who require
additional
activities for
remediation
J. Did the remedial
lessons work? No.
 of learners who
have caught up in
the lesson
K. No. of learners
who continue to
require
remediation
L. Which of my
teaching
strategies worked
well? Why did
these work?
M. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
N. What innovation
or localized
materials did I
used/discover
which I wish to
share with other
teachers?

School: Dagohoy NHS Grade Level: 10

GRADES 1 to 12 Name of Teacher Rodel A. Ecat Learning Area: Science 10 Week 6
DAILY LESSON LOG Teaching Dates and Time: July 21 – 25,2025 Quarter: First
St. Benedict – 7:45 am – 8:45 am
St. Paul – 11:00 am – 12:00pm
St. Anthony – 1:00 pm – 2:00 pm
St. Joseph – 2:00 pm – 3:00 pm

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

XIII. OBJECTIVES Describe the different types of faults and how they generate earthquakes.
 G. Content The learner demonstrates understanding of the different types of faults and how earthquakes are generated due to the movement of Earth's plates.
Standards
H. Performance The learner is able to illustrate and explain how fault movements generate earthquakes and propose measures for disaster preparedness in earthquake-
Standards prone areas.
I. Learning Knowledge: Identify the Knowledge: Explain how Knowledge: Describe how Knowledge: Recognize Knowledge: Understand
Competencies/ types of faults (normal, tectonic plate movement energy is released during an seismic waves and their disaster risk reduction
Objectives reverse, strike-slip) and causes stress along faults. earthquake. impact on Earth's surface. strategies in earthquake-
Write the LC code their characteristics. prone areas.
for each Skills: Analyze animations Skills: Create a simple model Skills: Interpret seismograph
Skills: Distinguish fault or simulations showing or infographic showing how readings or earthquake Skills: Develop a community
types through diagrams fault movement. earthquakes occur. intensity maps. preparedness plan or
and simple models. campaign.
Attitudes: Appreciate the Attitudes: Express concern Attitudes: Develop
Attitudes: Show curiosity dynamic nature of Earth’s for safety and preparedness. awareness of earthquake Attitudes: Demonstrate
in exploring Earth's geology. hazards in the community. responsibility in promoting
internal structure. safety and resilience.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
XIV. CONTENT Cracking the Earth – Types Under Pressure – When Earth’s Energy Unleashed – Seismic Waves in Motion – Prepared, Not Scared –
of Faults Revealed Plates Collide The Birth of an Earthquake Ripples Beneath Our Feet Facing Earthquake Risks
Wisely
XV. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
E. References
9. Teacher’s Guide
pages
10. Learner’s page 41-45, Science 10 LM page 41-45, Science 10 LM page 41-45, Science 10 LM page 41-45, Science 10 LM page 41-45, Science 10 LM
Materials pages
11. Textbook pages
12. Additional
Materials from
Learning Resource
(LR) portal
F. Other Learning
Resources
These steps should be done across the wee. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
XVI. PROCEDURES
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
 U. Reviewing Review previous lesson on Recap fault types and their Brief review of fault- Review wave types and Review key concepts from
previous lesson or plate tectonics. movements. generated earthquakes. earthquake effects. the week.
presenting the
new lesson
V. Establishing a Introduce the objective: Set learning goal: explain Introduce objective: Objective: study fault zones Learning goal: synthesize
purpose for the classify different types of how faults generate understand seismic waves. in the Philippines. fault and earthquake
lesson faults. earthquakes. knowledge.
[Link] Present images and videos Present animation of Explain types of seismic Present fault maps (e.g. Present recap video or
examples/instanc of fault types (normal, earthquake generation and waves (P-waves, S-waves, West Valley Fault). infographic summary.
es of the new reverse, strike-slip). elastic rebound theory. surface waves).
lesson
X. Discussing new Discuss characteristics and Use a physical model (e.g. Show wave motion through Discuss Philippine fault Group activity: create a
concepts and movements of each fault rubber bands) to graphics or demonstrations. history and risk zones. concept map or summary
practicing new type. demonstrate fault slip. chart.
skills #1
Y. Discussing new Practice identifying fault Guide students through Interpret seismographs and Research community Finalize project outputs
concepts and types from examples. hands-on fault wave paths. responses to past quakes. (models, maps, posters).
practicing new demonstration.
skills #2
Z. Developing Conduct formative matching Assess understanding by Formative activity: classify Activity: develop a hazard Formative Assessment 3:
mastery (Leads activity using visuals. labeling stages of fault wave types and their effects. map for the local area. performance task with
to Formative movement. rubric.
Assessment 3)
AA. Finding Relate faults to landform Analyze real earthquake Connect waves to real Apply learning to Apply learning to household
practical changes and real locations. events in the Philippines. earthquake damage. home/school safety plans. emergency planning.
applications of
concepts and skills
in daily living
BB. Making Summarize differences Conclude with insights: Generalize: seismic waves Generalize that fault Generalize: science helps
generalizations among fault types. earthquakes occur due to impact structures awareness reduces protect lives during
and abstractions energy release in faults. differently. earthquake risks. earthquakes.
about the lesson
CC. Evaluating Evaluate understanding Reflect through writing Conduct quiz comparing Write reflection: importance Evaluate through written
learning through a fault-type quiz. activity. wave effects. of preparedness. test and presentation.

DD. Additional Assign sketching activity: Group task: build or design Optional: Create a mini Create an earthquake Enrichment: interview local
activities for draw and label fault types. an earthquake simulation shake table to simulate awareness poster or drill official or write report on
application or model. shaking. plan. hazards.
 remediation

XVII. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
XVIII. REFLECTION the students learn? Identify what help your instructional supervisors can provide for you so when you must meet them, you can ask them relevant
questions.
O. No. of learners
who earned 80%
in the evaluation
P. No. of learners
who require
additional
activities for
remediation
Q. Did the remedial
lessons work? No.
of learners who
have caught up in
the lesson
R. No. of learners
who continue to
require
remediation
S. Which of my
teaching
strategies worked
well? Why did
these work?
T. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
U. What innovation
or localized
materials did I
used/discover
which I wish to
 share with other
teachers?

School: Dagohoy NHS Grade Level: 10

GRADES 1 to 12 Name of Teacher Rodel A. Ecat Learning Area: Science 10 Week 7
DAILY LESSON LOG Teaching Dates and Time: July 28 – August 1,2025 Quarter: First
St. Benedict – 7:45 am – 8:45 am
St. Paul – 11:00 am – 12:00pm
St. Anthony – 1:00 pm – 2:00 pm
St. Joseph – 2:00 pm – 3:00 pm

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

XIX. OBJECTIVES Describe the idea of magnetic reversal.
J. Content The learner demonstrates understanding of evidence of plate movement such as magnetic reversal and its contribution to the plate tectonic theory.
Standards
 K. Performance The learner is able to analyze patterns of magnetic reversals to explain how they support the concept of plate tectonics.
Standards

L. Learning K: Explain Earth's magnetic K: Define magnetic reversal K: Describe how seafloor K: Explain how magnetic K: Summarize the
Competencies/ field and polarity. and identify when it spreading captures magnetic reversals support plate significance of magnetic
Objectives occurs. polarity. tectonic theory. reversal in Earth Science.
Write the LC code S: Label diagrams of
for each magnetic field lines. S: Interpret geologic S: Analyze magnetic striping S: Correlate polarity S: Present a report or visual
records showing polarity patterns in ocean basins. patterns with mid-ocean model showing magnetic
A: Show curiosity about changes. ridges and plate movement. reversal evidence.
Earth’s natural forces and A: Value evidence-based
geophysical phenomena. A: Appreciate the role of explanations in geology. A: Recognize the importance A: Demonstrate scientific
scientific observation in of interdisciplinary data (e.g. reasoning and collaboration
understanding Earth's geology + physics). in group discussions.
history.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
XX. CONTENT The Earth's Magnetic Field Concept and Occurrence of Evidence of Magnetic The Role of Magnetic Integration of Concepts and
and Polarity Magnetic Reversal Reversal in Oceanic Crust Reversal in Plate Tectonic Presentation of Outputs
Theory
XXI. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
G. References
13. Teacher’s Guide
pages
14. Learner’s page 46-50, Science 10 LM page 46-50, Science 10 LM page 46-50, Science 10 LM page 46-50, Science 10 LM page 46-50, Science 10 LM
Materials pages
15. Textbook pages
16. Additional
Materials from
Learning Resource
(LR) portal
H. Other Learning
Resources
These steps should be done across the wee. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
XXII. PROCEDURES
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
EE. Reviewing Earth's layers and Summary of magnetic Connection to geologic Recap striping evidence Recap week's insights
 previous lesson or magnetism polarity records
presenting the
new lesson
[Link] a Understand magnetic Learn what magnetic reversal Study magnetism in ocean Link reversals to plate Demonstrate full
purpose for the polarity means floors movement understanding
lesson
GG. Presenting Diagram of normal vs Video clip of past field Magnetic anomaly maps Seafloor spreading Recap slide deck or group
examples/instanc reversed polarity reversals animations summary
es of the new
lesson
HH. Discussing new Geodynamo and field Characteristics of reversals Lava records field direction Diverging plates and Students synthesize key
concepts and orientation when cooling symmetry learnings
practicing new
skills #1
II. Discussing new How magnetic poles are Irregular timing across Symmetry of striping at Reversal as proof of Feedback and peer review
concepts and tracked history ridges movement
practicing new
skills #2
JJ. Developing Sorting activity with polarity Create a magnetic timeline Analyze striping in rock Create cause-effect chart Project: infographic or
mastery (Leads visuals samples poster
to Formative
Assessment 3)
KK. Finding Compass usage in navigation Link reversals to dating rock Model seafloor spreading Apply to understanding Relate reversal to Earth's
practical layers using magnets continental drift history
applications of
concepts and skills
in daily living
LL. Making Magnetic field is measurable Reversal occurs without Reversals leave patterns in Strengthen tectonic theory Magnetic reversal is a vital
generalizations and directional warning rocks geologic tool
and abstractions
about the lesson
MM. Evaluating Short quiz on polarity terms Timeline interpretation task Group discussion with Short-answer reflection on Rubric-based output grading
learning annotated diagrams evidence

NN. Additional Research magnetic effects Write a journal entry as a Draw a sketch of ocean floor Build a physical plate model Remediation tasks or
activities for on wildlife scientist witnessing a magnetism enrichment puzzle
application or reversal
remediation
 XXIII. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
XXIV. REFLECTION the students learn? Identify what help your instructional supervisors can provide for you so when you must meet them, you can ask them relevant
questions.
V. No. of learners
who earned 80%
in the evaluation
[Link]. of learners
who require
additional
activities for
remediation
X. Did the remedial
lessons work? No.
of learners who
have caught up in
the lesson
Y. No. of learners
who continue to
require
remediation
Z. Which of my
teaching
strategies worked
well? Why did
these work?
AA. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
BB. What
innovation or
localized materials
did I
used/discover
which I wish to
share with other
teachers?

School: Grade Level:

GRADES 1 to 12 Name of Teacher Learning Area:
DAILY LESSON LOG Teaching Dates and Time: Quarter:
 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. There are assessed using
XXV. OBJECTIVES
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
[Link]
Standards
N. Performance
Standards
O. Learning
Competencies/
Objectives
Write the LC code
for each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
XXVI. CONTENT two.

XXVII. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
I. References
17. Teacher’s Guide
pages
18. Learner’s
Materials pages
19. Textbook pages
20. Additional
Materials from
Learning Resource
(LR) portal
J. Other Learning
Resources
These steps should be done across the wee. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
XXVIII. PROCEDURES
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
OO. Reviewing
previous lesson or
presenting the
 new lesson
PP. Establishing a
purpose for the
lesson
QQ. Presenting
examples/instanc
es of the new
lesson
RR. Discussing new
concepts and
practicing new
skills #1
[Link] new
concepts and
practicing new
skills #2
TT. Developing
mastery (Leads
to Formative
Assessment 3)
UU. Finding
practical
applications of
concepts and skills
in daily living
VV. Making
generalizations
and abstractions
about the lesson
WW. Evaluating
learning

XX. Additional
activities for
application or
remediation
XXIX. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
XXX. REFLECTION the students learn? Identify what help your instructional supervisors can provide for you so when you must meet them, you can ask them relevant
questions.
CC. No. of learners
who earned 80%
in the evaluation
DD. No. of learners
who require
additional
activities for
remediation
EE. Did the remedial
lessons work? No.
of learners who
have caught up in
the lesson
[Link]. of learners
who continue to
require
remediation
GG. Which of my
teaching
strategies worked
well? Why did
these work?
HH. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
II. What innovation
or localized
materials did I
used/discover
which I wish to
share with other
teachers?
 School: Grade Level:
GRADES 1 to 12 Name of Teacher Learning Area:
DAILY LESSON LOG Teaching Dates and Time: Quarter:

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

 Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. There are assessed using
XXXI. OBJECTIVES
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
P. Content
Standards
Q. Performance
Standards
R. Learning
Competencies/
Objectives
Write the LC code
for each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
XXXII. CONTENT two.

XXXIII. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
K. References
21. Teacher’s Guide
pages
22. Learner’s
Materials pages
23. Textbook pages
24. Additional
Materials from
Learning Resource
(LR) portal
L. Other Learning
Resources
These steps should be done across the wee. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
XXXIV. PROCEDURES
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
YY. Reviewing
previous lesson or
presenting the
new lesson
[Link] a
 purpose for the
lesson
[Link]
examples/instanc
es of the new
lesson
BBB. Discussing new
concepts and
practicing new
skills #1
CCC. Discussing new
concepts and
practicing new
skills #2
DDD. Develop
ing mastery
(Leads
to Formative
Assessment 3)
EEE. Finding
practical
applications of
concepts and skills
in daily living
FFF. Making
generalizations
and abstractions
about the lesson
GGG. Evaluating
learning

HHH. Additio
nal activities for
application or
remediation

XXXV. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
XXXVI. REFLECTION the students learn? Identify what help your instructional supervisors can provide for you so when you must meet them, you can ask them relevant
questions.
JJ. No. of learners
who earned 80%
in the evaluation
KK. No. of learners
who require
additional
activities for
remediation
LL. Did the remedial
lessons work? No.
of learners who
have caught up in
the lesson
MM. No. of learners
who continue to
require
remediation
NN. Which of my
teaching
strategies worked
well? Why did
these work?
OO. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
PP. What
innovation or
localized materials
did I
used/discover
which I wish to
share with other
teachers?
 School: Grade Level:
GRADES 1 to 12 Name of Teacher Learning Area:
DAILY LESSON LOG Teaching Dates and Time: Quarter:

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

 Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. There are assessed using
XXXVII. OBJECTIVES
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
S. Content
Standards
T. Performance
Standards
U. Learning
Competencies/
Objectives
Write the LC code
for each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
XXXVIII. CONTENT two.

XXXIX. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
[Link]
25. Teacher’s Guide
pages
26. Learner’s
Materials pages
27. Textbook pages
28. Additional
Materials from
Learning Resource
(LR) portal
N. Other Learning
Resources
These steps should be done across the wee. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
XL. PROCEDURES
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
III. Reviewing
previous lesson or
presenting the
new lesson
JJJ. Establishing a
 purpose for the
lesson
KKK. Presenting
examples/instanc
es of the new
lesson
LLL. Discussing new
concepts and
practicing new
skills #1
MMM. Discussi
ng new concepts
and practicing
new skills #2
NNN. Develop
ing mastery
(Leads
to Formative
Assessment 3)
OOO. Finding
practical
applications of
concepts and skills
in daily living
PPP. Making
generalizations
and abstractions
about the lesson
QQQ. Evaluating
learning

RRR. Additional
activities for
application or
remediation

XLI. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
XLII. REFLECTION the students learn? Identify what help your instructional supervisors can provide for you so when you must meet them, you can ask them relevant
questions.
QQ. No. of learners
who earned 80%
in the evaluation
RR. No. of learners
who require
additional
activities for
remediation
[Link] the remedial
lessons work? No.
of learners who
have caught up in
the lesson
TT. No. of learners
who continue to
require
remediation
UU. Which of my
teaching
strategies worked
well? Why did
these work?
VV. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
[Link]
innovation or
localized materials
did I
used/discover
which I wish to
share with other
teachers?
 School: Grade Level:
GRADES 1 to 12 Name of Teacher Learning Area:
DAILY LESSON LOG Teaching Dates and Time: Quarter:

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

 Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. There are assessed using
XLIII. OBJECTIVES
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
V. Content
Standards
W. Performance
Standards
X. Learning
Competencies/
Objectives
Write the LC code
for each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
XLIV. CONTENT two.

XLV. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
O. References
29. Teacher’s Guide
pages
30. Learner’s
Materials pages
31. Textbook pages
32. Additional
Materials from
Learning Resource
(LR) portal
P. Other Learning
Resources
These steps should be done across the wee. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
XLVI. PROCEDURES
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
SSS. Reviewing
previous lesson or
presenting the
new lesson
TTT. Establishing a
 purpose for the
lesson
UUU. Presenti
ng
examples/instanc
es of the new
lesson
[Link] new
concepts and
practicing new
skills #1
WWW. Discussi
ng new concepts
and practicing
new skills #2
XXX. Developing
mastery (Leads
to Formative
Assessment 3)
YYY. Finding
practical
applications of
concepts and skills
in daily living
ZZZ. Making
generalizations
and abstractions
about the lesson
AAAA. Evaluati
ng learning

BBBB. Additio
nal activities for
application or
remediation

XLVII. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
XLVIII. REFLECTION the students learn? Identify what help your instructional supervisors can provide for you so when you must meet them, you can ask them relevant
questions.
XX. No. of learners
who earned 80%
in the evaluation
YY. No. of learners
who require
additional
activities for
remediation
[Link] the remedial
lessons work? No.
of learners who
have caught up in
the lesson
AAA. No. of learners
who continue to
require
remediation
BBB. Which of my
teaching
strategies worked
well? Why did
these work?
CCC. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
[Link]
innovation or
localized materials
did I
used/discover
which I wish to
share with other
teachers?
 School: Grade Level:
GRADES 1 to 12 Name of Teacher Learning Area:
DAILY LESSON LOG Teaching Dates and Time: Quarter:

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

 Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. There are assessed using
XLIX. OBJECTIVES
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Y. Content
Standards
Z. Performance
Standards
AA. Learning
Competencies/
Objectives
Write the LC code
for each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
L. CONTENT two.

LI. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Q. References
33. Teacher’s Guide
pages
34. Learner’s
Materials pages
35. Textbook pages
36. Additional
Materials from
Learning Resource
(LR) portal
R. Other Learning
Resources
These steps should be done across the wee. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
LII. PROCEDURES
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
CCCC. Reviewi
ng previous lesson
or presenting the
new lesson
DDDD. Establis
 hing a purpose for
the lesson
EEEE. Presenti
ng
examples/instanc
es of the new
lesson
[Link] new
concepts and
practicing new
skills #1
GGGG. Discussi
ng new concepts
and practicing
new skills #2
HHHH. Develop
ing mastery
(Leads
to Formative
Assessment 3)
IIII. Finding
practical
applications of
concepts and skills
in daily living
JJJJ. Making
generalizations
and abstractions
about the lesson
[Link]
learning

LLLL. Additional
activities for
application or
remediation
LIII. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
[Link] the students learn? Identify what help your instructional supervisors can provide for you so when you must meet them, you can ask them relevant
questions.
EEE. No. of learners
who earned 80%
in the evaluation
FFF. No. of learners
who require
additional
activities for
remediation
GGG. Did the
remedial lessons
work? No. of
learners who have
caught up in the
lesson
HHH. No. of
learners who
continue to
require
remediation
III. Which of my
teaching
strategies worked
well? Why did
these work?
[Link] difficulties
did I encounter
which my principal
or supervisor can
help me solve?
KKK. What
innovation or
localized materials
did I
used/discover
which I wish to
share with other
teachers?